Digital Learning, Mediating Effect of Instructor Facility on Student Satisfaction at Universities
DOI:
https://doi.org/10.52562/jdle.v4i3.1345Keywords:
Convenience, Digital learning, Instructor facility, Student satisfaction, TechnologyAbstract
Digital learning is essential to explore digital platforms at university. The study considered a quantitative approach to examine the impact of digital learning on student satisfaction at various universities during COVID-19 in Nepal. The paper also focused on analyzing the mediating effect of instructor facility on student satisfaction. Several pieces of information were attained from the 225 students of Tribhuvan University, Kathmandu University, Purbanchal University, Pokhara University, and Rajarshi Janak University through stratified random sampling techniques. Data was converted into valuable information by analyzing raw data through SPSS software and used for frequency analysis and exploratory factor analysis. Next-level analysis was performed by AMOS software for structural equation modeling to examine student satisfaction with digital learning and the mediating effect of instructor facility. The result of the paper found all dimensions significantly influenced on mediating construct of instructor facility and student satisfaction. It also identified convenience as the most influential factor than technology in instructor facilities. However, the result demonstrates that technology was the most influential factor, rather than convenience, on dependent construct student satisfaction. It revealed that instructor facility significantly affects student satisfaction. So, digital learning becomes effective, and efficient, when convenient digital portals, technology facilities, instructors' knowledge, educational institution systems, and students are thoroughly engaged with it.
Downloads
References
Acharya, B. N., & Rana, K. (2024). How students and teachers voyaged from physical classroom to Emergency Remote Teaching in COVID-19 crisis: A case of Nepal. E-Learning and Digital Media, 21(2), 125-140. https://doi.org/10.1177/20427530231156166
Alasagheirin, M., Olsen, J. M., Mota, D., Lagunas, M., & Bogle, B. D. (2023). Examining students’ online learning satisfaction during Covid-19 to inform post-pandemic program planning. Nursing Reports, 13(1), 327–336. https://doi.org/10.3390/nursrep13010031
Albelbisi, N. A., Al-Adwan, A. S., & Habibi, A. (2021). Impact of quality antecedents on satisfaction toward MOOC. Turkish Online Journal of Distance Education, 22(2), 164–175. https://doi.org/10.17718/tojde.906843
Aldhafeeri, F. M., & Alotaibi, A. A. (2023). Reimagining Education for Successful and Sustainable Digital Shifting. SAGE Open, 13(1), 1–20. https://doi.org/10.1177/21582440231154474
Alsayed, R. A., & Althaqafi, A. S. A. (2022). Online learning during the Covid-19 pandemic: benefits and challenges for EFL students. International Education Studies, 15(3), 122–129. https://doi.org/10.5539/ies.v15n3p122
Alsoud, A. R., & Harasis, A. A. (2021). The impact of Covid-19 pandemic on student’s e-learning experience in Jordan. Journal of Theoretical and Applied Electronic Commerce Research, 16(5), 1404–1414. https://doi.org/10.3390/jtaer16050079
Anderson, R. E., & Srinivasan, S. S. (2003). E-satisfaction and e-loyalty: A contingency framework. Psychology and Marketing, 20(2), 123–138. https://doi.org/10.1002/mar.10063
André, Q. (2022). Outlier exclusion procedures must be blind to the researcher’s hypothesis. Journal of Experimental Psychology: General, 151(1), 213–223. https://doi.org/10.1037/xge0001069
Aristovnik, A., Kerži?, D., Ravšelj, D., Tomaževi?, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438
Azhari, T., & Kurniawati. (2021). Students’ perception on online learning during the Covid-19 pandemic: A case study of Universitas Malikussaleh students. In Proceedings of the International Conference on Social Science, Political Science, and Humanities (ICoSPOLHUM 2020), 495, 46–50. https://doi.org/10.2991/assehr.k.210125.009
Babalola, E. O., Adeyoola, I. A., & Omolafe, E. V. (2023). Virtual Learning as A Determinant of Students Academic Performance in University of Ilorin During COVID-19 Pandemic. Journal of Digital Learning and Education, 3(3), 243–253. https://doi.org/10.52562/jdle.v3i3.593
Barbour, M. K. (2006). Book review of Virtual schools: Planning for success. Quarterly Review of Distance Education, 7(2), 215-217.
Baruch, Y., & Holtom, B. C. (2008). Survey response rate levels and trends in organizational research. Human Relations, 61(8), 1139–1160. https://doi.org/10.1177/0018726708094863
Basnet, S., Basnet, H. B., & Bhattarai, D. K. (2021). Challenges and opportunities of online education during Covid-19 Situation in Nepal. Rupantaran: A Multidisciplinary Journal, 5, 89–99. https://doi.org/10.3126/rupantaran.v5i01.39867
Bhakta, K. (2017). Using social networking sites and its impact on college students. International Journal for Innovative Research in Multidisciplinary Field, 3(1), 12–18.
Bhattacherjee, A. (2012). Social science research principles, methods, and practices' 2nd ed., USA:University of South Florida. http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1002andcontext=oa_textbooks [Accessed on 12 October 2020].
Butnaru, G. I., Ni??, V., Anichiti, A., & Brînz?, G. (2021). The effectiveness of online education during Covid 19 pandemic—A comparative analysis between the perceptions of academic students and high school students from Romania. Sustainability, 13(9), 1–20. https://doi.org/10.3390/su13095311
Chaudhary, G., Khadka, R., Lamichhane, A., Dhakal, B., Das, N., Tharu, N., Karki, K., & Pandey, J. (2022). Impact of Covid-19 pandemic on learning status of student in Nepal. Journal of Education and Health Promotion, 11(1), 1-8. https://doi.org/10.4103/jehp.jehp_354_22
Cheng, X., Bao, Y., Yang, B., Chen, S., Zuo, Y., & Siponen, M. (2023). Investigating students’ satisfaction with online collaborative learning during the COVID-19 period: An expectation-confirmation model. Group Decision and Negotiation, 32, 749-778. https://doi.org/10.1007/s10726-023-09829-x
Cheng, Y. M. (2011). Antecedents and consequences of e-learning acceptance: Antecedents and consequences of e-learning acceptance. Information Systems Journal, 21(3), 269–299. https://doi.org/10.1111/j.1365-2575.2010.00356.x
Chitkushev, L., Vodenska, I., & Zlateva, T. (2014). Digital learning impact factors: Student satisfaction and performance in online courses. International Journal of Information and Education Technology, 4(4), 356–359. https://doi.org/10.7763/IJIET.2014.V4.429
Chou, C. P., & Bentler, P. M. (2002). Model modiÿcation in structural equation modeling by imposing constraints. Computational Statistics & Data Analysis, 41, 271–287.
Cicha, K., Rizun, M., Rutecka, P., & Strzelecki, A. (2021). Covid-19 and higher education: first-year students’ expectations toward distance learning. Sustainability, 13(4), 1–19. https://doi.org/10.3390/su13041889
Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distributed Learning, 15(6), 112–131. https://doi.org/10.19173/irrodl.v15i6.1748
Coman, C., ?îru, L. G., Mese?an-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 1–24. https://doi.org/10.3390/su1224103
Cooper, D.R., & Schindler, P. S. (2014). Business Research Methods, 12th Edition. McGraw Hill International Edition, New York.
DeMaio, T. J. (1980). Refusals: Who, where and why. Public Opinion Quarterly, 44(2), 223-233. https://doi.org/10.1086/268586
Dawadi, S., Giri, R., & Simkhada, P. (2020). Impact of Covid -19 on the education sector in Nepal - Challenges and coping strategies. Sage Submission, 1–16 [Preprint]. https://doi.org/10.31124/advance.12344336.v1
Ferrero, A. M., & Álvarez Sainz, M. (2024). Attitudes of university students towards traditional face-to-face learning systems and learning with ICT. E-Learning and Digital Media, 21(2), 180-200. https://doi.org/10.1177/20427530231156185
Filip, R., Gheorghita Puscaselu, R., Anchidin-Norocel, L., Dimian, M., & Savage, W. K. (2022). Global challenges to public health care systems during the COVID-19 pandemic: A review of pandemic measures and problems. Journal of Personalized Medicine, 12(8), 1–22. https://doi.org/10.3390/jpm12081295
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and Statistics. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.2307/3150980
Gao, S., Mokhtarian, P. L., & Johnston, R. A. (2008). Nonnormality of data in structural equation models. Transportation Research Record: Journal of the Transportation Research Board, 2082(1), 116–124. https://doi.org/10.3141/2082-14
Gautam, D. K., & Gautam, P. K. (2021). Transition to online higher education during Covid -19 pandemic: turmoil and way forward to developing country of South Asia-Nepal. Journal of Research in Innovative Teaching & Learning, 14(1), 93–111. https://doi.org/10.1108/JRIT-10-2020-0051
Gautam, D. K., & Sah, G. K. (2023). Online Banking Service Practices and Its Impact on E-Customer Satisfaction and E-Customer Loyalty in Developing Country of South Asia-Nepal. SAGE Open, 13(3), 1–14. https://doi.org/10.1177/21582440231185580
Gharti, L. (2023). Challenges of online learning in the post Covid-19 era: Lived experiences of teachers in remote Nepal. English Language Teaching Perspectives, 8(1–2), 80–96. https://doi.org/10.3126/eltp.v8i1-2.57861
Güngör, C. (2023). Socially and Educationally Distanced: Examining the Views of University Students. SAGE Open, 13(2), 1–13. https://doi.org/10.1177/21582440231173664
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Prentice Hall.
Hamal, J. B. (2021). Impact of social media on academic performance of graduate students in Kathmandu. Interdisciplinary Journal of Management and Social Sciences, 2(2), 37–49. https://doi.org/10.3126/ijmss.v2i2.42600
Hettiarachchi, S., Damayanthi, B., Heenkenda, S., Dissanayake, D., Ranagalage, M., & Ananda, L. (2021). Student satisfaction with online learning during the covid-19 pandemic: A study at state universities in Sri Lanka. Sustainability, 13(21), 1–24. https://doi.org/10.3390/su132111749
Imsa-ard, P. (2020). Thai university students’ perceptions towards the abrupt transition to ‘forced’ online learning in the Covid -19 situation. Journal of Education Khon Kaen University, 43(3), 30–44.
Jean-Louis, M. (2023). Marketing online and distance learning. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of Open, Distance and Digital Education (pp. 605–621). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-2080-6_33
Kerži?, D., Alex, J. K., Pamela Balbontín Alvarado, R., Bezerra, D. da S., Cheraghi, M., Dobrowolska, B., Fagbamigbe, A. F., Faris, M. E., França, T., González-Fernández, B., Gonzalez-Robledo, L. M., Inasius, F., Kar, S. K., Lazányi, K., Laz?r, F., Machin-Mastromatteo, J. D., Marôco, J., Marques, B. P. (2021). Academic student satisfaction and perceived performance in the e-learning environment during the Covid-19 pandemic: Evidence across ten countries. PLoS ONE, 16(10), 1–23. https://doi.org/10.1371/journal.pone.0258807
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed). Guilford Press.
Khan, M. A., Kamal, T., Illiyan, A., & Asif, M. (2021). School students’ perception and challenges towards online classes during Covid-19 pandemic in India: An econometric analysis. Sustainability, 13(9), 1–15. https://doi.org/10.3390/su13094786
Khan, M. A., Vivek, V., Nabi, M. K., Khojah, M., & Tahir, M. (2020). Students’ perception towards e-learning during Covid-19 pandemic in India: An Empirical Study. Sustainability, 13(1), 1–14. https://doi.org/10.3390/su13010057
Li, A., Islam, A. Y. M. A., & Gu, X. (2021). Factors Engaging College Students in Online Learning: An Investigation of Learning Stickiness. SAGE Open, 11(4), 1–15. https://doi.org/10.1177/21582440211059181
Li, B., Guan, Q., He, Z., Luo, W., & Zhu, X. (2021). Measuring the satisfaction of participants in online learning during the Covid-19 pandemic: A large-scale analysis. Open Journal of Social Sciences, 09(12), 396–424. https://doi.org/10.4236/jss.2021.912027
Lin, X., Huang, M., & Lin, Q. (2024). Students’ expectations of instructors in face-to-face and online learning environments at a Chinese university. E-Learning and Digital Media, 21(2), 160-179. https://doi.org/10.1177/20427530231156482
McCarthy, R. V., & McCarthy, M. M. (2014). Student perception of social media as a course tool. Information Systems Education Journal (ISEDJ), 12(2), 38–46.
Mollah, A. H., & Parvin, S. (2020). Online higher education during Covid-19 pandemic in Bangladesh: Benefits, problems and prospects. Journal of International Politics, 2(4), 23–28.
Momen, M. A., Sultana, S., Hoque, Md. A., Shahriar, S. H. B., & Ashif, A. S. M. (2023). Determinants of students’ satisfaction with digital classroom services: Moderating effect of students’ level of study. Asian Association of Open Universities Journal, 18(2), 160–175. https://doi.org/10.1108/AAOUJ-09-2022-0124
Monika, Y., & Kristanto, S. B. (2024). Adapting education: Navigating hybrid classrooms in the post-pandemic era. Journal of Digital Learning and Education, 4(2), 156–166. https://doi.org/10.52562/jdle.v4i2.1275
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during Covid-19 pandemic. Social Sciences & Humanities Open, 3(1), 1–11. https://doi.org/10.1016/j.ssaho.2020.100101
Nadeak, B. (2020). The effectiveness of distance learning using social media during the pandemic period of Covid-19: A case in universitas kristen Indonesia. International Journal of Advanced Science and Technology, 29(7), 1764–1772.
Nayak, B., Bhattacharyya, S. S., Goswami, S., & Thakre, S. (2022). Adoption of online education channel during the Covid-19 pandemic and associated economic lockdown: an empirical study from push–pull-mooring framework. Journal of Computers in Education, 9(1), 1–23. https://doi.org/10.1007/s40692-021-00193-w
Nepal, A. (2020). Online classes in Tribhuvan University: Opportunities and challenges. Rupantaran: A Multidisciplinary Journal, 4(1), 20–30. https://doi.org/10.3126/rupantaran.v4i1.34014
Neuwirth, L. S., Jovi?, S., & Mukherji, B. R. (2021). Reimagining higher education during and post- Covid-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141–156. https://doi.org/10.1177/1477971420947738
Nikou, S., & Maslov, I. (2023). Finnish university students’ satisfaction with e-learning outcomes during the COVID-19 pandemic. International Journal of Educational Management, 37(1), 1–21. https://doi.org/10.1108/IJEM-04-2022-0166
Oyarzun, B., Barreto, D., & Conklin, S. (2018). Instructor social presence effects on learner social presence, achievement, and satisfaction. TechTrends, 62(6), 625–634. https://doi.org/10.1007/s11528-018-0299-0
Paudel, P. (2020). Online education: benefits, challenges and strategies during and after Covid-19 in higher education. International Journal on Studies in Education, 3(2), 70–85. https://doi.org/10.46328/ijonse.32
Poudel, K., & Subedi, P. (2020). Impact of Covid-19 pandemic on socioeconomic and mental health aspects in Nepal. International Journal of Social Psychiatry, 66(8), 748–755. https://doi.org/10.1177/0020764020942247
Rahayu, S., Rahmadani, E., Syafitri, E., Prasetyoningsih, L. S. A., Ubaidillah, M. F., & Tavakoli, M. (2022). Teaching with technology during Covid-19 pandemic: An interview study with teachers in Indonesia. Education Research International, 2022, 1–9. https://doi.org/10.1155/2022/7853310
Rawal, S., (2023). The impact of information technology in higher education: A sociological analysis. Tribhuvan University Annual Publication, 92-102. ISSN:2795-1650.
Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson, R. (2018). An Online Engagement Framework for Higher Education. Online Learning, 22(1), 182–204. https://doi.org/10.24059/olj.v22i1.1175
Rizun, M., & Strzelecki, A. (2020). Students’ acceptance of the Covid-19 Impact on shifting higher education to distance learning in Poland. International Journal of Environmental Research and Public Health, 17(18), 1–19. https://doi.org/10.3390/ijerph17186468
Rogelberg, S. G., & Stanton, J. M. (2007). Introduction: Understanding and dealing with organizational survey nonresponse. Organizational research methods, 10(2), 195-209. https://doi.org/10.1177/1094428106294693
Sah, G. K. (2021). Students’ perception towards online learning at university during COVID-19 in Nepal. Patan Pragya, 8(01), 95–107. https://doi.org/10.3126/pragya.v8i01.42424
Sah, G. K., Gupta, D. K., & Yadav, A. P. (2024). Analysis of ChatGPT and the future of artificial intelligence: Its effect on teaching and learning. Journal of AI, Robotics & Workplace Automation, 3(1), 64-80.
Samed Al-Adwan, A., Awni Albelbisi, N., Hasan Aladwan, S., Horani, O., Al-Madadha, A., & Hamdi Al Khasawneh, M. (2020). Investigating the impact of social media use on student’s perception of academic performance in higher education: Evidence from Jordan. Journal of Information Technology Education: Research, 19, 953–975. https://doi.org/10.28945/4661
Samed Al-Adwan, A., & Khdour, N. (2020). Exploring student readiness to MOOCs in Jordan: A structural equation modelling approach. Journal of Information Technology Education: Research, 19, 223–242. https://doi.org/10.28945/4542
Saunders, M., Lewis, P., & Thornhill, A. (2003). Research Methods for Business Students (3rd ed.). England: Prentice Hall.
Sekaran, U., & Bougie, R. (2016). Research Methods for Business: A Skill-Building Approach, 7th ed. Wiley and Sons, West Sussex.
Sharma, K., Banstola, A., & Parajuli, R. R. (2021). Assessment of Covid-19 pandemic in Nepal: A lockdown scenario analysis. Frontiers in Public Health, 9, 1–12. https://doi.org/10.3389/fpubh.2021.599280
Sharma, K., Deo, G., Timalsina, S., Joshi, A., Shrestha, N., & Neupane, H. C. (2020). Online learning in the face of Covid-19 pandemic: Assessment of students’ satisfaction at Chitwan medical college of Nepal. Kathmandu University Medical Journal, 18(2), 40–47. https://doi.org/10.3126/kumj.v18i2.32943
Shehzadi, S., Nisar, Q. A., Hussain, M. S., Basheer, M. F., Hameed, W. U., & Chaudhry, N. I. (2020). The role of digital learning toward students’ satisfaction and university brand image at educational institutes of Pakistan: a post-effect of COVID-19. Asian Education and Development Studies, 10(2), 276–294. https://doi.org/10.1108/AEDS-04-2020-0063
Shishigu, A., Michael, K., & Atnafu, M. (2024). Effect of blended learning on mathematical achievement and anxiety: A context-based technology integration for meaningful learning. E-Learning and Digital Media, 20427530241241767. https://doi.org/10.1177/20427530241241767
Soares, J. C., Limongi, R., De Sousa Júnior, J. H., Santos, W. S., Raasch, M., & Hoeckesfeld, L. (2023). Assessing the effects of Covid-19-related risk on online shopping behavior. Journal of Marketing Analytics, 11(1), 82–94. https://doi.org/10.1057/s41270-022-00156-9
Tanius, E. (2020). University students’ self-efficacy in online learning due to Covid-19. International Journal of Innovative Research in Engineering & Multidisciplinary Physical Sciences, 8(6), 107–113. https://doi.org/10.37082/IJIRMPS.2020.v08i06.011
TarnnumRahimoddin, S., Reena, D., MahejabinDildar, D. S., Shalu, D., & Panda, R. C. (2021). Online education impact and importance during Covid-19 with reference to rural India. Turkish Online Journal of Qualitative Inquiry (TOJQI), 12(10), 3222–3233.
Thapaliya, M., Adhikari, S., & Rana, L. (2024). Opportunity in COVID-19 crisis: Moving away from chalk and talk to technology-integrated teaching in Nepalese higher education institutions. E-Learning and Digital Media, 21(1), 87-105. https://doi.org/10.1177/20427530231153944
Thomas, D. (2020). Thailand university students’ e-learning behavior during the global pandemic. Human Behavior, Development and Society, 21(4), 56–65.
Tulza, K. C. (2020). Impact of Covid-19 on university education, Nepal. Tribhuvan University Journal, 35(2), 34–46. https://doi.org/10.3126/tuj.v35i2.36187
UGC. (2016), Education Management Information System: Report for higher Education. University Grants Commission (UGC), Bhaktapur, Nepal.
UGC. (2021). Education Management Information System: Report for higher Education. University Grants Commission (UGC), Bhaktapur, Nepal.
UNESCO. (2020). Global monitoring of school closures caused by COVID-19. Available at: https://en.unesco.org/covid19/educationresponse
Upadhyay, H. P., & Sedain, P. (2019). Impact and perception of social networking sites on academic performance of medical students. Journal of College of Medical Sciences-Nepal, 15(2), 119–124. https://doi.org/10.3126/jcmsn.v15i2.23838
Wright, G., Volodarsky, S., Hecht, S., & Saxe, L. (2023). Student satisfaction and the future of online learning in higher education: Lessons from a natural experiment. Online Learning, 27(1), 336–355. https://doi.org/10.24059/olj.v27i1.3224
Xu, T., & Xue, L. (2023). Satisfaction with online education among students, faculty, and parents before and after the Covid-19 outbreak: Evidence from a meta-analysis. Frontiers in Psychology, 14, 1–13. https://doi.org/10.3389/fpsyg.2023.1128034
Yadav, N. (2024). The Impact of Digital Learning on Education. International Journal of Multidisciplinary Research in Arts, Science and Technology, 2(1), 24–34. https://doi.org/10.61778/ijmrast.v2i1.34
Yan, L., Whitelock?Wainwright, A., Guan, Q., Wen, G., Gaševi?, D., & Chen, G. (2021). Students’ experience of online learning during the Covid?19 pandemic: A province?wide survey study. British Journal of Educational Technology, 52(5), 2038-2057. https://doi.org/10.1111/bjet.13102
Zuriah, N., & Rahmandani, F. (2021). Analysis of online learning implementation and student learning activities in the Covid-19 pandemic era and its problems. In Proceedings of the 1st International Conference on Character Education (ICCE 2020), Semarang, Indonesia. https://doi.org/10.2991/assehr.k.210204.026
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Gunja Kumari Sah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
